<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812020000300627</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.101i259.3813</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Emoções experienciadas no processo de construção de narrativas digitais no Scratch]]></article-title>
<article-title xml:lang="en"><![CDATA[Emotions experienced in the process of digital narrative construction in Scratch]]></article-title>
<article-title xml:lang="es"><![CDATA[Emociones experimentadas en el processo de construcción de narrativas digitales en Scratch]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brochado]]></surname>
<given-names><![CDATA[Eliana Alice]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hornink]]></surname>
<given-names><![CDATA[Gabriel Gerber]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Alfenas (Unifal)  ]]></institution>
<addr-line><![CDATA[Alfenas Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Alfenas (Unifal)  ]]></institution>
<addr-line><![CDATA[Alfenas Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Alfenas (Unifal).  ]]></institution>
<addr-line><![CDATA[Alfenas Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Estadual de Campinas (Unicamp).  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo,]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<volume>101</volume>
<numero>259</numero>
<fpage>627</fpage>
<lpage>648</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812020000300627&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812020000300627&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812020000300627&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O uso de tecnologias digitais educacionais tem se tornado objeto de pesquisa na atualidade. No entanto, a compreensão das emoções experienciadas durante a utilização de tais tecnologias no ambiente escolar carece de maior pormenorização. Dessa forma, desenvolveu-se uma pesquisa de natureza aplicada, com abordagem mista, arquitetando um estudo de caso exploratório e descritivo com o objetivo de compreender como os alunos, ao construírem narrativas digitais por meio de programação lúdica em um software chamado Scratch, apropriavam-se do gênero. Para tal, utilizou-se a técnica de observação participante, criando-se um teste (dos estados emocionais) que emprega métodos estatísticos para a construção e apresentação dos dados produzidos com alunos dos 6º e 7º anos do ensino fundamental em aulas de Língua Portuguesa. Os princípios das teorias socioculturais de aprendizagem e das emoções embasaram teoricamente as reflexões deste artigo. Os resultados indicam a predominância de emoções positivas durante o processo e o fato de que a presença delas favoreceu a motivação para a construção dos projetos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The use of educational digital technologies has lately become an object of research, since understanding emotions experienced during the use of such technologies in the school environment needs further detailing. Thus, a research of applied nature was developed, using a mixed approach, and designing an exploratory and descriptive case study in order to understand how students, when constructing digital narratives through playful programming in a software called Scratch, appropriated the genre. To this end, we used the participant observation technique, created a test (Emotional Status Test) and used statistical methods for the gathering and presentation of data produced with students from the 6th and 7th grades in Portuguese language classes. The principles of sociocultural learning and emotions theories underpinned our reflections. The results indicate the predominance of positive emotions during the process and that the presence of such emotions may have favored students&#8217; motivation for the construction of projects.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El uso de tecnologías digitales educativas se ha convertido hoy en el objeto de investigación. Sin embargo, comprender las emociones experimentadas durante el uso de tales tecnologías en el entorno escolar necesita más detalles. Por lo tanto, desarrollamos una investigación de naturaleza aplicada, con un enfoque mixto, diseñando un estudio de caso exploratorio y descriptivo para comprender cómo los estudiantes, al construir narrativas digitales a través de la programación lúdica en um software llamado Scratch, se apropiaron del género. Con este fin, utilizamos la técnica de observación participante, creamos una prueba (Prueba de estado emocional) y utilizamos métodos estadísticos para la construcción y presentación de datos producidos con estudiantes de 6º y 7º grado em clases de lengua portuguesa. Los principios de las teorias del aprendizaje sociocultural y emociones teóricamente sustentaron nuestras reflexiones. Los resultados indican el predominio de emociones positivas durante el proceso y que la presencia de tales emociones puede haber favorecido la motivación para la construcción de proyectos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[cultura digital]]></kwd>
<kwd lng="pt"><![CDATA[emoções]]></kwd>
<kwd lng="pt"><![CDATA[estudos socioculturais]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia educacional]]></kwd>
<kwd lng="en"><![CDATA[digital culture]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[emotions]]></kwd>
<kwd lng="en"><![CDATA[sociocultural studies]]></kwd>
<kwd lng="es"><![CDATA[cultura digital]]></kwd>
<kwd lng="es"><![CDATA[emociones]]></kwd>
<kwd lng="es"><![CDATA[estudios socioculturales]]></kwd>
<kwd lng="es"><![CDATA[tecnologia educativa]]></kwd>
</kwd-group>
</article-meta>
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